The initial training of educators and teachers of the 1st and 2nd Cycles of Basic Education should provide a school environment that allows them to build mathematical knowledge which provides the basis for acquiring knowledge in line with the mathematical activity they will develop, in order to ensure in the future that children and students develop a solid and lasting understanding of mathematical content. Thus, a set of resources and materials of various types should also be made available, which allowed the use and construction of mathematical models for the visualization and understanding of basic concepts, namely arithmetic, geometry and algebra.

The use of teaching materials, both structured and unstructured, is essential to facilitate the learning and pedagogical practice of future educators and teachers. Its use in mathematics education has proven to be an effective tool in the educational process, as it provides a more concrete and interactive learning, facilitating the understanding of abstract concepts.

In the training of educators and teachers contact with these resources is essential as it enables the experience of innovative pedagogical practices, preparing future teachers to face the challenges of modern teaching.

The article developed was based on a qualitative, exploratory methodology, which used a convenience sample consisting of 42 students of the Degree in Basic Education and the data collection was carried out through interviews with them. The results obtained show how the use of these materials can enrich the pedagogical practice of students and contribute to the construction of solid mathematical knowledge, highlighting the benefits and challenges of their integration into the teacher training curriculum.

Keywords: Teacher training, Manipulable materials, Active learning, Inclusion, Teaching methodologies.